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    An Investigation into the Placement of Fifth Grade Students with Third Grade Students in a Peer-tutoring Environment

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    Author
    Perry, Debra E.
    Keyword
    Elementary Education
    Peer Tutoring
    Self-Concept
    Date Published
    2002-01-01
    
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    URI
    http://hdl.handle.net/20.500.12648/5624
    Abstract
    This study was designed to see if positive self-concept benefits could be gained in a peer tutoring setting by either or both the tutor and the tutee. The subjects consisted of 14, third and fifth grade students from a rural elementary school in Western New York. The students were given pre and post tests of the Piers-Harris Children's Self-Concept Scale to assess their overall self-concept. Students meet for ten weeks in their tutor/tutee pairs. Data were also collected from journal entries and interviews. The experimental study was analyzed using quantitative methods. Results from the t test indicated that there were no statistically significant mean score differences between pre and posttests of the self-concept scale. However, observations made through journal entries and interviews showed some gains in self-concept.
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